Component 5: Evaluation/Assessment

Indicator 5.1 Assessment (Student Assessment)

For criteria 8 and 9, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.

Score 1	Score 2	Score 3	Score 4	Score 5
Has action 1 item	Has action 2 item	Has action 3-4 item	Has action 5-6 item	Has action 7-9 item

AUN-QA based Criteria

For AUN-QA, criteria 1 to 7 are assessed at 7 levels.

Performance

1. Assessments are aligned with objectives and expected learning outcomes

 The following processes are followed on the development of assessment tools, such as   pencil and paper tests:

1. The program coordinator monitors the development of learning assessment tools. Each lecturer prepares examination paper together with the table of specifications ( TOS)  which shows the blue print of the assessment tool. 
2. The lecturer submits the assessment tool ( examination paper)  together with the Table of specifications. 
3. The program coordinator checks the assessment tool vis a vis the  intended learning outcome. If there are corrections or suggestions, the program coordinator discusses it with the lecturer and necessary revisions will be incorporated.  
4. The face  and content validity of the assessment tool will be checked by another responsible person/ or committee assigned within the college to ensure quality. 
5. The  assessment tool will be approved after thorough  investigations.
6. This process is done to all assessment tools ( papers)

 As a result, the paper and pencil  test  are aligned with the LOs

Other assessment methods are used but it should be stipulated in the approved plan in the TQF such as  action research papers, teaching material development and other required assessment tools or delivering seminars to the junior students to apply their knowledge of the theories they learned.  All assessment methods should be provided with rubrics to increase validity of the assessment method.

Students must get 80% of the total study time to be eligible for evaluation of academic results. 

Thesis Assessment

Students need to express intention to submit Thesis concept and an evaluation will be done by a committee and thesis advisors are assigned.  When thesis is completed the thesis will be published in  an accepted Journal which belongs to group 1  to ensure the peer review from external panel  before publication .

2. The assessment and assessment-appeal policies are clearly stated

1. The college has a clear policy statement on assessment appeal if they want to verify.
2. Students cannot just appeal if they will not write a letter of request and approved by the committee.
3. The appeal guidelines contain all the requirements needed to pursue the appeal.
4. The students follow the appeal policy.

3. The assessment standards and procedures for student progression and degree completion are clearly stated and communicated.

At the course level , the following processes are followed:

1. The lecturer prepares a syllabus which shows the procedure of assessment for the course, and all assessment methods are clearly stated. 
2.  This syllabus is released to students via the Coogle classroom and this will serve as a guide for the students in the attainment of the learning outcome. All the learning management processes are stipulated in the syllabus ( TQF3 equivalent)
3. Students must get 80% of the total study time to be eligible for evaluation of academic results.

Due to these processes, students can visualize  the  process of attaining the learning outcomes and  are guided on how they go through their learning process if they know how they will be assessed.

At the program level, the coordinator , relay  the assessment standards and  completion period of the program during the orientation of new enrollees.

On thesis writing, the students 

Thesis Assessment

Students need to express intention to submit thesis concept and an evaluation will be done by a committee and thesis advisors are assigned.  When the thesis is completed, it will be published in  an accepted Journal which belongs to group 1  to ensure peer review from external panel  before publication 

Criteria of for graduation according to program

Based on the two plans   Plan A  Type A 2  must complete  not more than five ( 5) academic years or ten (10) regular semesters and receive a cumulative grade of 3 out of 4 on a 4-point scale.

Non-education degree holders  who are not certified by Teachers council  and wish to apply for licensure examination are required to finish 46 credit units with practice  such as teaching in schools and specific subjects such as vocational  training experience. The thesis must be submitted for oral examination  by an apponted committee. The thesis must be published in accepted publications that are peer reviewed. 

4. The assessment methods include rubrics, marking schemes, timelines, and regulations, and these are ensured validity, reliability, and fairness in the assessment

  The lecturers responsible for the program prepare an assessment plan, which can be seen in the TQF3 . Lecturer prepares the written final examination  including the test blue print or table of specifications (TOS)for easier to show the major learning outcomes to be assessed, including the distribution of the questions. Rubrics of alternative assessments are also prepared and communicated to students and all  responsible people in the program. Lecturers prepare the TOS and include rubrics in their assessments in the paper pencil tests. As a result, assessment tools are better in measuring learning outcomes.

5. The assessment methods are shown to measure the achievement of the expected learning outcomes of the program and its courses.

 The TQF3 shows the assessment methods of the course. the following processes are done: 

1. Assessment tools are evaluated by  a committee and after the review, they are returned to the lecturer for revisions.  The committee looks into the  table of specifications TOS if the test items are testing the learning outcomes of the course. The lecturer revises and returns for release to students during examination 
2. Other forms of assessments are ensured  to measure  the other skills attained by the learners 

  The Assessment plan are stipulated in TQF 3 and the program monitors checks and approves  it. As a result,  The validity of assessment tools are increased because of the monitoring process.

6. Feedback on student assessment is provided in a timely manner

The  lecturers  can give a feedback of student assessment in the Google Classroom in a timely manner. The students can improve their work by looking into the feedback given by the lecturer.For results of  major examinations, the lecturer inputs the scores in the MIS  and registrar will release these grades of students. Students are able to get feed back automatically in the google classroom.  Students can see their scores at the end of a grading period ( midterms and final grading) quizzes and continuous assessment are returned via the Google classroom with feedback.

7. The student assessment is continuously reviewed and improved to ensure their relevance to the needs of the industry and alignment with the expected learning outcomes

The following processes are followed to ensure continuous review and the improvement of assessments to align with industry needs:. The programand teaching  instructors , the program head and the dean do the following process:

1.  A committee reviews assessment methods that are put in the lesson plan in google classroom and TQF3 and TQF5. 
2. The lecturer can improve the  student assessment method based on previous suggestions of the monitoring committee.
3. Section 6 of TQF  3 mentions about improvement of assessment of learning outcome 
4. The lecturer will implement the improvement in the next semester when the course is offered.  A committee reviews TQF 3 and 4  to ensure the process is implemented As a result, there  is continuous improvement in the teaching plans of lecturers. 
5. The Thesis of the students in the program  should be published  in a quality publication which undergoes peer review to meet the standards of the education industry.

8. Students’ learning outcomes assessment and learning development are performed

In the daily assessments, students submit there work and lecturers reviews them and give feed back so student will know if he performed well in  the tasks, 

• The  MIS provides a part where lecturers input the  overall scores to show the performance of students in a course.
• Review  The scores of the students will be submitted to the registrar for review and release. 

As a result. students receive the results of their performance in a timely manner when they log in into the MIS.

Thesis Assessment is evidence of  learning development after finishing the academic units. The student can  apply the knowledge and  skills learned  and will be assessed by a panel of examiners.

9. Students’ learning outcomes assessment is performed as stated in the program/curriculum

The following processes are done in the program: 

1. Each course offered every term, the lecturer prepares a learning plan that includes assessment methods aligned with the learning outcomes to be assessed. This can be prepared in TQF 3 or  in a form of a syllabus that shows all the process of assessment
2. If the assessment includes  pencil and paper test ( requirement) , the lecturer prepares a test with TOS, which is submitted to the program department  for monitoring the alignment of assessment with the learning outcomes to be assessed 
3. If another form of assessment is used , the lecturer prepares the rubric on how to assess and the measure of each item being assessed.

As a result, all types of assessments  are linked to the expected learning outcome of the course

All the LOs that will meet the moral and ethical standards, knowledge, cognitive skills, interpersonal skills , numerical skills, and IT skills are measured during the presentation of the research.

Self-Assessment

Goal	Performance(KPIเชิงคุณภาพให้ระบุข้อ)		Self-Assessment
….5 item….	IQA(1-9)	1,2,3,4,5,6,7,8,9	9 item	5 mark
	AUN-QA(1-7)	1,2,3,4,5,6,7	level 3

Evidence

Evidence No.	List of evidences
5.1.1.1	Sample exams with TOS http://sample TOS to monitor if learning outcome is measured by the pencil paper test https://drive.google.com/file/d/1FtMoBD-sFF-qPt0ehTVjJ2uwNHHJtWkJ/view?usp=sharing
5.1.1.2	POLICYPAGE1 POLICY PAGE 2
5.1.1.3	Sample of a syllabus with all the assessments methods and the standards where the students are assessed. Project based assessment method sample with rubric
5.1.1.4	Examination TOS
5.1.1.5	Sample Alternative assessments methods and rubrics to assess major skills Portfolio Assessment Method to check on student Work Integrated Learning)WIL ( Sample Portfolio
5.1.1.6	Google classroom feed backing system MIS Exam marks
5.1.1.7	Section 6 of TQF 3 Verification and Improvement of learning outcome
5.1.1.8	MIS Exam marks
5.1.1.9	– sample TOS to monitor if learning outcome is measured by the pencil paper test – Sample exam – Review guide for pencil and paper test

Self-Assessment

Self-Assessment	IQA	AUN-QA
Indicator 5.1	5	3